In some form or another, E-WAVE has been taken up by virtually all departments across campus, and its enactment in those other departments can provide valuable insights and cautionary tales for instructors working with E-WAVE in humanities contexts. By looking more closely at what worked (and what didn't) with assignments across campus (including both student and instructor perspectives), I hope to provide tips for planning, devising, and enacting E-WAVE assignments that can truly resonate with students and instructors in the humanities, as well as any efforts they may be involved in across campus.
Backstory
I am one of a few humanities graduate student instructors who have been assisting students with what amount to E-WAVE projects and teaching seminars in a new certificate program dedicated to global technological leadership within our university. The program is housed within an Institute for Interdisciplinary Studies, which is housed within an engineering department, and the leaders of the program have engineering backgrounds. My charge is to help the students develop better composing skills, particularly within multimodal contexts, as the program leaders have identified familiarity with communicating in various and mixed modes as a key component of a successful student. In other words, I work with students as they produce a range of compositions and explore digital environments such as portfolios, wikis, and Second Life, projects that the directors believe can raise the profile of the students and the program.
E-WAVE Across Campus
As the title of this workshop suggests, the sites of production are important to E-WAVE expressions. As such, remember the following projects were produced in what is essentially a new area of study under the sway of the engineering discipline.
The links to the project pages above include some specific conclusions about the assignments, so this section is just in a general vein. For now, the one thing that strikes me is that there are many premises taken for granted that operate in our own departments and those across campus, premises that seem so self-evident to like-minded colleagues that they don't merit discussion. Of course, these same premises become major bones of contention when different disciplines work together to create E-WAVE. Having taken part in the workshop last year and seen the other presenters and students talk about their assignments, I noticed concepts among assignments (e.g., ample time for completing the composition process; student selection of method, medium, and audience; and opportunity for revision) that were sometimes impossible to implement while working across campus. (I continue to develop more specific conclusions that I will provide in a handout at the conference.)
Adventures in E-WAVE Across the Curriculum
Overview
In some form or another, E-WAVE has been taken up by virtually all departments across campus, and its enactment in those other departments can provide valuable insights and cautionary tales for instructors working with E-WAVE in humanities contexts. By looking more closely at what worked (and what didn't) with assignments across campus (including both student and instructor perspectives), I hope to provide tips for planning, devising, and enacting E-WAVE assignments that can truly resonate with students and instructors in the humanities, as well as any efforts they may be involved in across campus.Backstory
I am one of a few humanities graduate student instructors who have been assisting students with what amount to E-WAVE projects and teaching seminars in a new certificate program dedicated to global technological leadership within our university. The program is housed within an Institute for Interdisciplinary Studies, which is housed within an engineering department, and the leaders of the program have engineering backgrounds. My charge is to help the students develop better composing skills, particularly within multimodal contexts, as the program leaders have identified familiarity with communicating in various and mixed modes as a key component of a successful student. In other words, I work with students as they produce a range of compositions and explore digital environments such as portfolios, wikis, and Second Life, projects that the directors believe can raise the profile of the students and the program.E-WAVE Across Campus
As the title of this workshop suggests, the sites of production are important to E-WAVE expressions. As such, remember the following projects were produced in what is essentially a new area of study under the sway of the engineering discipline.Some Overall Conclusions
The links to the project pages above include some specific conclusions about the assignments, so this section is just in a general vein. For now, the one thing that strikes me is that there are many premises taken for granted that operate in our own departments and those across campus, premises that seem so self-evident to like-minded colleagues that they don't merit discussion. Of course, these same premises become major bones of contention when different disciplines work together to create E-WAVE. Having taken part in the workshop last year and seen the other presenters and students talk about their assignments, I noticed concepts among assignments (e.g., ample time for completing the composition process; student selection of method, medium, and audience; and opportunity for revision) that were sometimes impossible to implement while working across campus. (I continue to develop more specific conclusions that I will provide in a handout at the conference.)